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Objective: To identify whether positive, negative, or zero work is being done, to identify the force that is doing the work, and to describe the energy transformation associated with such work.

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Push the Plow

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Evaluate the design of an experiment to identify the dependent and independent variables and the questions that can be answered.

Student Name:

Redo

Inspect data to determine the effect of doubling and tripling release location and mass upon the plow distance.

Compare four sets of conditions to determine which set would result in the greatest or smallest plow distance.

Use patterns in the data to predict which arrangement of dominos, ruler, and marble would results in the greatest plow distance.

Proportional Reasoning

Identify appropriate claims that are supported by the evidence collected in the various trials.

Experimental Design

Putting It All Together

Predicting Results

Evidence-Based Claims

Progress Report

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Push the Plow A group of physics students are doing a lab on the topic of energy. They create an incline using a stack of Dominoes and a 30-cm ruler. A glass marble is released from rest along the ruler at various locations. The marble rolls down a groove in the middle of the ruler, strikes a folded note card (the plow) and pushes it across the table. See Figure 1. In Part 1 of the lab, students measure the release location along the ruler and the distance that the plow is pushed before stopping. The 0.0-cm location is the lowest point and the 30.0 cm is the highest point along the ruler. Their data is shown in Table 1. In Part 2 of the lab, students construct a hill using two stacks of Dominoes and the same 30-cm ruler. Their goal is to determine the release location along the ruler from which the marble will push the plow the same approximate distance as it did in Part 1 of the lab. After much testing, they collect the data shown in Table 2. In Part 3 of the lab, students construct a hill using a single stack of Dominos and the same 30-cm ruler. But in the Part 3 trials, students release a metal marble having nearly twice the mass as the glass marble used in Part 1. The students release the metal marble from the same release locations used in Part 1 and measure the corresponding distances that the plow is pushed. Their data is shown in Table 3.

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Activity:

Each Science Reasoning task is based on a passage or story that presents data and information or describes an experiment or phenomenon. Students must combine an understanding of science content and science reasoning skills (science practices) to answer questions about the passage or story. Tap anywhere to view the passage.

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https://www.physicsclassroom.com/

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Physics-Interactives/Static-Electricity/

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1,1,1,1,1,1,1,1,1,1,1,1,1,1,3,3,3,3,1,1,2

Name-That-Charge/

Template Version 1.2 Added Question Scene 4 for Table Completion

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Used/Unused Q Management

Experimental Design,Evidence-Based Claims,Proportional Reasoning,Predicting Results,Putting It All Together

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